Can
the Discrimination Shift Learning Tasks Dissociate the Differences
for Cognitive Dysfunctions of Patients with Hemispheric Brain Damage?
Y. Hashimoto & T. Toshima |
This
study examined the effects of hemispheric damage on the discrimination
shift learning tasks. Three patient groups with cerebral infarction,
i.e., BHD (both hemisphere damage), LHD (left hemisphere damage),
and RHD (right hemisphere damage), were participated. The results
showed that all of the groups could learn an intra-dimensional task
(ID task) faster than an extra-dimensional task (ED task) according
to achievement scores, such as total trials and total rate of errors
to the learning criterion. The subproblem analyses of ED tasks, it
showed the qualitative difference of learning processes in LHD. That
is, the results suggested that LHD patients performed discrimination
shift learning primarily by means of the S-R association learning
strategy, while RHD and BHD patients performed the tasks by means
of the mediational learning strategy. This finding was discussed
in terms of hemisphere-specific dysfunctions, i.e., verbal mediational
and attentional deficits, which could affect the discrimination shift
learning tasks. Key words: patients with brain damage, discrimination shift learning, subproblem analysis |